REFLECTIVE STATENMENT 1

THE SCHOOL

This second experience in classrooms will be very similar compared to the first one because
both schools have similar characteristics in terms of number of students in the classroom,
relationship and communication between teacher and pupils, and also the two of them teach
based on God beliefs.
In Victor Antonio School classes are composed by a reduced number of students, between
eleven and seventeen; there is one section for each level, and all of the classes are
composed by girls and boys. The student population is around one hundred and seventy
from first year of primary school to fourth year of high school.
The rooms in the school are organized in a particular way, each subject is teach in a specific
room, so students have to move room by room according to the subject that they have to
attend to. The rooms are decorated and each one has books, visual material, and tools
depend of the subject. Teachers are very careful with their classroom environment.
The school is located in a very quiet neighbourhood in Playa Ancha, most of the students
live only a few streets from the school, they love to live near the school and get there just
walking because they think that is very stressing to travel by bus at first time in the
morning.
On the other side, the students do not have enough knowledge about their school’s rules,
but whatever the rules are, the students do not fail to this regulation. They always get on
time in the morning, it is not usually for them to have negative observations, and they are
very respectful with heir pairs.

Well, with all of the last details the question ‘Does the school environment affect the
students’ learning process?’ can be answered.
The school environment is quiet good for develop teaching processes. The number of
students for classes is reduced, they count with thematic rooms, the teachers have a close
relation with the students, the students feel comfortable because of the quiet neighbourhood
they are in, and also people in the school are self respectful including with a group of
students that have learning problems.
There is not any doubt that all of these factors improve the teaching processes, but we do
not have information about something that is one of the most important in these processes.
Even the school environment is optimal; I do not have enough information about teachers
yet. We can study in the most comfortable place, with a lot of instrument, but if teachers are
not good educators, the other factors turn meaningless and useless.

In the next weeks at the school I hope to find good teachers, teachers with a real teaching
vocation. I would not like feeling disappoint because of the school, because in this kind of
schools that are particular financial, and small ones, they tend to have a particular
evaluation system which students can get good qualifications even if the learning is truly
significant for them.

Romina Jaqui Maltrain

Vise II, English Pedagogy, UPLA